Student Life

Student Affairs Goal #1
To promote mindful approaches that support students’ physical,
emotional, intellectual, social and spiritual well-being and inner-work.
Goal’s Relation to FA: Contemplative Practice, Holistic Health & Well-Being

Student Learning Outcome: Students will connect world wisdom traditions and develop personal disciplines that will deepen awareness of their self and their relationship to others
Through-line (progression) of educational outcome.
Introductory Phase Students will explore foundations, practices, and views of contemplative education	®	Intermediate Phase Students will develop sustainable contemplative practices through self-discipline and community engagement	®	Capstone Phase Students will demonstrate competence of contemplative education by stepping forward as leaders in the community, using tools of self-reflection, confidence to be an inspiration to others
Experiences, activities, major assignments, educational offerings
Introductory Phase Orientation activities Introduction to Naropa customs Foundations Class Exploration of Naropa majors in terms of personal interests and talents	®	Intermediate Phase Mindfulness Instruction Community practice day Counseling Center Activities Interreligious Exploration Series Connections to Boulder community through service learning, interning, or volunteering	®	Capstone Phase Developing effective job search documents and strategies to prepare them to enter their desired fields (e.g., career service appointments, workshops, fairs) Intern training program at the Counseling Center

Goal #1’s Relation to Naropa’s Strategic Plan:
Action Item IV: Strengthen the educational experience (See IV.a; IV.b; IV.d.ii)

Student Affairs Goal #2
To create opportunities that encourage students to build and
strengthen community through collaborative and effective action.
Goal’s Relation to FA: Campus & Community Involvement

Student Learning Outcome: Students will effectively and sustainably engage and be a resource for Naropa, local, national, and global communities.
Through-line (progression) of educational outcome.
Introductory Phase Students will identify and articulate their unique interests, talents, and identities.	®	Intermediate Phase Students will develop a sense of civic engagement and social responsibility and learn to communicate productively across differences.	®	Capstone Phase Students will match their interests and talents to respectfully engage within communities, demonstrating a nuanced understanding for the complexity of their own and others’ identities, cultures, and histories (Learning Reconsidered 2).
Experiences, activities, major assignments, educational offerings
Introductory Phase First-Year Support Groups (faculty & peer mentors) Guided contemplative practice Interest inventories Campus events (e.g., films, lectures) Counseling (Naropa Counseling Center)	®	Intermediate Phase Experiential learning opportunities (e.g., service learning course, volunteering, interning) Language course Diversity course Participation in Student Group, Movers & Shakers, Town Halls	®	Capstone Phase Study abroad Domestic exchange program Community research project & presentation Coordination of campus event Founding student organization

Goal #2’s Relation to Naropa’s Strategic Plan:
Action Item III: Create mechanisms to build community (See III.a; III.a.i; III.a.i.1; III.a.i.2; III.a.i.3; III.a.ii; III.b)
Action Item IV: Strengthen the educational experience (See IV.d.iii)

Student Affairs Goal #3
To empower students to develop and engage in responsible
leadership and service both on-campus and through the surrounding communities.
Goal’s Relation to FA: Leadership, Campus & Community Involvement

Student Learning Outcome: Students will develop and engage in responsible leadership / warriorship.
Through-line (progression) of educational outcome.
Introductory Phase Through exposure to various leadership styles and the application of mindfulness strategies, students will (See Goal #1), begin self assessment of their inner leadership qualities.	®	Intermediate Phase Students will engage in the study and practice of historical and theoretical concepts and personal development of leadership skills (i.e. listening, conflict management, communication, etc) to actively respond to community needs (see Goal #2) and demonstrate service leadership.	®	Capstone Phase Students will have developed their own leadership styles, will be able to identify areas of personal engagement and effectiveness, and facilitate community and institutional-level change.
Experiences, activities, major assignments, educational offerings
Introductory Phase Leadership trainings Town Halls Student Group involvement Starting a workstudy position Exposure to leaders/peers Orientation Leadership Team Faculty Mentorship Contemplative seminar Mindfulness Instruction (MI) Interfaith Dialogues	®	Intermediate Phase Orientation Leadership Training Course Public Achievement Course Building on Workstudy position Restorative Justice process Student Groups Residence Life RAs and PMs (peer mentors) Graduate Assistantships Internships	®	Capstone Phase Transfer of leadership Student Led Trainings Organization Fruition of a project Mentoring Student Group Transformation Form Lasting relationships with area community based organizations/community leaders

Goal #3’s Relation to Naropa’s Strategic Plan
Action Item II: Find and enroll students who are truly seeking what Naropa offers (See II.c)
Action Item IV: Strengthen the educational experience (See IV.e.ii; IV.f; IV.f.i; IV.f.ii; IV.f.iii; IV.f.iv)

Student Affairs Goal #4
To cultivate an inclusive campus climate that values a diverse community which increases student success.
Goal’s Relation to FA: Engagement with Diversity Issues

Student Learning Outcome: Students will deeply understand the dynamics of oppression and privilege and be effective agents for social justice.
Through-line (progression) of educational outcome.
Introductory Phase Students will begin to understand the theoretical (for example: stereotypes, power, privilege, ) and historical (movements, etc.) foundations of social justice while exploring their own identities.	®	Intermediate Phase Students will engage in transformative conflict through introspection and dialogue, exhibiting a working knowledge of personal and group accountability and the intersectionality of oppression.	®	Capstone Phase Students will have a sustainable and profound commitment to social justice, and be effective allies, advocates and leaders in challenging and dismantling oppressive power structures, while co-creating positive social change.
Experiences, activities, major assignments, educational offerings
Introductory Phase Div 101 Seminar Teach-ins Student Groups Town Halls SOC/GLBTQIA Orientation Receptions Film Series Social events El Centro Activities	®	Intermediate Phase Social events El Centro Activities Serve on University committees Apply education within academic discipline Teach-ins Group Dialogues Allyship Networking intra-group Being a resource on-campus Process and support groups Restorative Justice	®	Capstone Phase Networking inter group Being a resource on/off campus Organizing/facilitating Teach-ins/Education on/off campus Petition / policy change for community change Transformative challengers in classroom/on campus Seek internships that promote progressive social change

Goal #4’s Relation to Naropa’s Strategic Plan
Action Item II: Find and enroll students who are truly seeking what Naropa offers (See II.e)
Action Item IV: Strengthen the educational experience (See IV.b.i; IV.d; IV.d.i; IV.d.i.1; IV.b.i; IV.d.ii.5; IV.d.ii.6; IV.d.ii; IV.d.iii; IV.d.iv; IV.d.v)
Action Item V: Invest in faculty and staff (See V.b.ii)

Student Affairs Goal #5
To develop independence, critical thinking competencies and self-sufficiency of students while paying particular attention to the needs of those from marginalized communities.
Goal’s Relation to FA: Career & Individual Decision Making, Engagement with Diversity Issues

Student Learning Outcome: Students will develop self-sufficiency, practical skills, and critical thinking needed to construct and manage functions that sustain autonomy and interdependence.
Through-line (progression) of educational outcome.
Introductory Phase Students will recognize the effects and implications of habits within personal and political contexts.	®	Intermediate Phase Students will cultivate and practice: Appreciation of own identity Addressing self-worth issues Understanding effects of oppression Building self-advocacy skills Maintenance of healthy self-care practices More development of leadership skills	®	Capstone Phase Students will appreciate and embody the value of continuing learning, personal growth and be inspiring mentors.
Experiences, activities, major assignments, educational offerings
Introductory Phase Peer mentors Life skills via Housing Programming Foundations Course Academic Success Program Social norms campaign Resource Festival Introduction to Career Counseling MI relationship & Practice Day Participation in Student Groups Mid-semester feedback Restorative Judicial Process Individual and group counseling	®	Intermediate Phase Informal/formal mentorship JREP (Judicial Review Process: Restorative Justice model) Developing educational path to fulfill career/personal aspirations/explorations Student leadership in campus programming	®	Capstone Phase JREP (Judicial Review Process: Restorative Justice model) Attending Career / Internship/ Grad School Fairs Individual Career Counseling Internships/volunteering in community organizations Initiating community organizing and campus events Spearheading national and regional campaigns at a local level on campus

Goal #5’s Relation to Naropa’s Strategic Plan
Action Item I: Clearly define Naropa’s distinctiveness and what it delivers (See I.a; I.g)
Action Item IV: Strengthen the educational experience (See IV.a; IV.a.iii; IV.a.iii.1; IV.a.iii.2; IV.a.iii.3; IV.a.iii.4; IV.a.iii.5; IV.b; IV.b.i; IV.b.ii; IV.e; IV.e.i; IV.e.ii; IV.e.iii; IV.f; IV.f.i; IV.f.ii; IV.f.iii; IV.f.iv; IV.f.v; IV.f.vi; IV.f.vii) and Action Item V: Invest in faculty and staff (See V.b)

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